Alphanumeric Game System And Pieces

ABSTRACT

A system of educational word games and number games that combines, for the first time: (i) mental/alphanumeric skills, with (ii) physical/eye-hand coordination skills that are used in target-and-missile games, with (iii) substantially flattened game tiles that are shaped as squares or as the letters and numbers themselves. The tiles can be used as missiles and/or as targets in various, easy-to-grasp games, and these games can be enjoyed by players of a wide range of ages and physical ability. Also provided are simple means to removably attach various accessories to the tiles to expand their use in games and non-game applications. When compared with previous alphanumeric games that combine mental and physical activities, the present invention has advantages in cost, simplicity, compactness, convenience, packaging, ease of play, the strength and likelihood of verbal/mathematical learning, and in versatility.

CROSS-REFERENCE TO RELATED APPLICATIONS

Not Applicable

BACKGROUND OF THE INVENTION

1. Field of the Invention

This invention relates to alphabet and numbers games, and more particularly to new and improved ways to combine: (i) physical/target/eye-hand coordination skills and (ii) verbal/numeric skills and (iii) tile pieces used in such games.

2. Prior Art

Games to teach alphabetic, verbal, spelling, and number skills are valuable, fun, and effective. It seems likely that they were born in antiquity; for example, early versions of the game, “Mancala”, date back to 1400 B.C.E. in ancient Egypt, and dominoes were apparently invented in China prior to the Middle Ages, when they were introduced to Europe. Both of these (and many other) games are rooted in mathematics, and can teach alphanumeric skills as they are being played. In some cases, such alphanumeric games have incorporated physical skills as part of the play pattern. This combination of mental and physical skills in the same game is attractive for at least three reasons: (a) two different types of abilities are being used and developed simultaneously; (b) success at these games requires a broader, more complete set of competencies than do single-skill games; so, something of “a level playing field” is created for players with different competencies; and (c) persons might be drawn into learning skills that they would otherwise shy away from; for example, a child who is gifted in athletics but slow in alphanumeric skills might be drawn into a dual-competency game and thereby sharpen his alphanumeric skills while enjoying the game.

The following patented and/or commercially-available items involve both alphanumeric and physical skills, and are most pertinent to the present invention: U.S. Pat. No. 3,504,913 to Bilotti (1970) shows darts being thrown at letters printed on a dartboard, and words are spelled from the “hits”. U.S. Pat. No. 3,582,075 to Glass & Breslow (1971) shows letters launched into the air with a catapult; players catch the letters and then perform various verbal tasks. In U.S. Pat. No. 4,053,155 to Williams (1977) players putt golf balls into six holes on a specially-designed game surface; next to each hole is an imprinted block that is held in place by a protruding peg; players perform alphanumeric activities with the six blocks as golf balls are sunk into the holes. U.S. Pat. No. 5,603,504 to Powell (1997) involves velcro-affixed balls being thrown at a board that is permanently imprinted with letters of the alphabet; words are made from the “hit” letters. In U.S. Pat. No. 5,615,887 to Park (1997) letters are scattered in a swimming pool, and players simply collect them for verbal activities. In U.S. Pat. No. 6,062,997 to Seymour (2000) magnetic darts are thrown at letters that are permanently imprinted on a screen; verbal tasks are performed with the “hits”. In U.S. Pat. No. 6,761,642 to Ye (2004) billiard balls are imprinted with letters, and sunk balls are used to form words in a specially-designed frame.

The most relevant non-patented commercial and/or home-made games and devices discovered with various searches of the Internet are: “Alphabet Toss n′ Play Set”, in which beanbags are thrown at printed letters on a mat. In “Letter Ball” (discovered at birthingme.blogspot.com) slips of paper with individual letters written on them (by the creator's infant son) are taped to a wall, and serve as targets for the child to throw balls at. The child sounds out the letters or recites words that begin with the letters that he hits. In “Alpha Catch”, a commercially-available product, letters are printed on balls affixed with Velcro bands, and special gloves are provided to catch the velcroed balls. In “Alphabet Activity Balls” (available at lakeshorelearning.com) lower- and upper-case letters are printed on balls for various learning activities. “Swimming Pool Scrabble” (reported at www.toddlerapproved.com/2012/05/swimming-pool-scrabble.html) is a homemade system in which sponges are cut up into blocks, and one letter is printed on each block. The game consists of players merely swimming around and picking up the letters. “Alphabet Bean Bags”, “Phonics Bean Bags”, “Number Bean Bags” (all of which are marketed by Educational Insights) and “5 Inch Alphabet Bean Bag Set” (marketed by Champion Sports) all have individual numbers/letters imprinted on bean bags. “Goodie Games—ABC Cookies” and “Alphabet Soup Starters” (marketed by Learning Resources) have tiles in the shape of individual letters, but suggested activities apparently do not involve target-and-missile games or other games involving eye-hand coordination skills beyond mere touching and holding. In the “Pop For Letters Game” (marketed by Learning Resources) individual letters printed on popcorn-shaped objects.

Disadvantages of the Prior Art

Thus, from the section above, it would seem that all the heretofore known alphanumeric games that involve eye-hand coordination skill suffer from one or more of the following disadvantages:

-   (a) The alphanumeric symbols (i.e. letters, numbers, punctuation     marks, mathematical process signs, etc.) are not individually     separated. Instead, they are permanently presented as a group, as in     the case of dartboards and other pre-printed game boards. This means     that players cannot directly and efficiently build words or other     alphanumeric expressions with the pieces that are used in the games.     Furthermore, if letters and numbers are permanently clumped they     cannot be used in various non-game applications, such as wall     displays or spelling lessons. -   (b) The letters and numbers cannot be individually handled (as in     the case of pre-printed boards and with computer screens). This     means that learners cannot feel the letters, and therefore cannot     get the extra learning experience of tactile experience of the     letter shapes. Furthermore, this means that letters and numbers     cannot be used as missiles as well as targets. -   (c) In the case of letters/numbers being imprinted on billiard     balls, bean bags, velcro-affixed balls and other irregular shapes,     these objects tend to be relatively expensive, weighty and bulky     (which creates problems for storage, shipping and packaging).     Furthermore, they tend to be restricted in the games and places in     which they can be used. Finally, such shapes are not convenient or     optimal for arranging and re-arranging to build words, as one does     while playing games such as “Scrabble”. -   (d) The letters/numbers are not useable as missiles as well as     targets. Use of the letters/numbers as missiles as well as targets     greatly expands the versatility and value in any game sets, and     means that the same objects can be both missile and target in the     same games. -   (e) The settings and environments in which the letters/numbers can     be used is highly restricted by their structure and by the     prescribed play structure. -   (f) Very little physical skill is required in the game. Only the     most basic eye-hand activity is used, such as simply picking up the     game pieces. This means that more advanced and interesting physical     skills are not being developed or being used to heighten the fun and     involvement in the games. Also, such physically-limited games should     appeal mainly to children, and have much less appeal to adults. -   (g) The games are not conducive to solo play. They lack the skill     complexity and/or the enjoyment of frequent repetition that normally     accompany target-and-missile activities, and that keep players     performing game skills for extended periods of time, even when no     other players are involved. -   (h) The specified physical activity within the game requires special     equipment or special skills, such as in the cases of dart-throwing,     games on a billiard table, and other special game tables. -   (i) The alphanumeric game pieces are not designed to be augmented or     accessorized. Therefore, the piece is essentially useable in only     one way for one game.

Objects and Advantages

Apparently the present invention represents the first time that alphanumeric skills have been combined with the target-and-missile game format and with flattened game tiles. From this combination various objects and advantages result, and thereby, in the least, overcome the deficiencies of the cited prior art. These objects and advantages include:

-   (a) to provide alphanumeric game pieces that are individually     separated (e.g. one letter or one number on one game piece). This     means that the game pieces can be easily used for building words and     expressions, and that they can be adapted or designed to have     various non-game uses. -   (b) to provide alphanumeric game pieces that allow players to feel     the shape of individual alphanumeric characters and symbols. This     provides tactile learning, and provides play and learning     opportunities to the blind and others with sensory disadvantages. -   (c) to provide alphanumeric game pieces that are essentially flat     and that are simply manufactured in a range of materials. This     means: (i) that they can be inexpensive to produce, package, ship,     and stock on store shelves; (ii) they are ideal for arranging and     re-arranging in order to build words and other alphanumeric     expressions (both horizontally and vertically, and diagonally if     desired); and (iii) that they can be produced for a wide range of     environments, venues, and game structures. -   (d) to provide alphanumeric game pieces that function as both     missiles and targets. -   (e) to provide alphanumeric game pieces that function equally well     not only in a wide variety of physical environments and settings     (including the office, the beach, the bathtub, swimming pools, in     cars, in bars, in parks, in classrooms, and at fairs), but also in a     wide variety of games, with a wide variety of targets and a wide     variety of missiles. -   (f) to provide alphanumeric games that require the relatively     sophisticated physical skills involved in the hitting of targets     with missiles. The target-and-missile format is classic, age-old,     simple, immediately grasped, myriad in its manifestations and forms,     played throughout the world, seemingly something that is rooted     deeply in human nature, and appealing to almost all demographic     groups. -   (g) to provide an educational, alphanumeric game system that is     conducive to solo play, as well as play against others. A game that     can be enjoyed by players on their own as well as being played     against others is simply a more valuable game, and will develop     skills more quickly and completely. -   (h) to provide an educational, alphanumeric game system and game     pieces that are so simple to understand and so much fun to operate     that such games will be appealing to persons of a wide range of age     and sex classes and with a wide range of physical abilities. -   (i) to provide an educational, alphanumeric game piece and system in     which the piece is easily and reversibly augmented and accessorized,     so that it is able to function in an expanded variety of games as     well as in an expanded variety of educational and non-game     capacities.

Further objects and advantages of my invention will become apparent from a consideration of the drawings and ensuing description.

BRIEF SUMMARY OF THE INVENTION

In accordance with the present invention, an alphanumeric game system comprises: (i) target-and-missile game format, (ii) alphanumeric symbols and activities, and (iii) game piece tiles that are essentially flat and that are shaped as squares or as the alphanumeric symbols themselves. Success at the game depends on players' abilities to win letters via target-and-missile competition, and then to create meaningful alphanumeric expressions with the letters they have won.

BRIEF DESCRIPTION OF THE SEVERAL VIEWS OF THE DRAWINGS

FIG. 1 is a perspective view of two players about to cast game tiles at a target box.

FIG. 2 is a perspective view of a player getting ready to hit golf balls at an array of game tiles.

FIGS. 3 a to 3 d are perspective views of game tiles and accessories.

FIGS. 4 a and 4 b are front and side views of a generic game missile that contains a cavity for the insertion of a game tile.

FIG. 5 is a perspective view of a block attached to a generic accessory, with a slot for the insertion of a game tile.

FIG. 6 is a perspective view of a generic accessory that comprises means to attach a container to a game tile.

FIG. 7 is a perspective view of a tile appended with means to enable its standing on end.

DRAWINGS Reference Numerals

-   10 player -   12 game tile -   14 stack of game tiles -   16 target box -   20 game surface -   22 golf club -   24 imprinted letter -   26 additional indicia -   28 small holes -   30 generic accessory -   32 small pegs -   34 functional portion of a generic accessory -   35 patch of velcro or ferromagnetism -   36 insertable portion of a generic accessory -   38 slot in a tile -   40 posable wire -   42 hooked wire section -   44 flat wire section -   46 generic game missile -   48 cavity -   50 block -   52 slot in block -   54 generic container means -   56 brace -   58 hinge -   60 cap

DETAILED DESCRIPTION OF THE INVENTION

Tiles as Missiles

A preferred embodiment of the present game is shown in FIG. 1. Each of the players 10 has a stack 14 of letter-imprinted tiles 12. The imprinting occurs on at least one of the two large faces of the tile, and consists of a single letter (shown as 24 in FIG. 3) and a numeral subscript (shown as 26 in FIG. 3), which indicates the point value for using that letter in the word-building phase of the game (described below). A complete set of missiles comprises at least 26 tiles 12 (one for each letter of the alphabet), and can also include several blank tiles 12 that can be used as “wild cards” that can be designated as any letter a player chooses. Each tile 12 is made of wood or plastic or rubbery foam or coaster-like cardboard, among other possible materials. Each set of tiles 12 is color-coded or otherwise marked so that each player can distinguish his tiles 12 from his opponents' tiles 12. Also provided on the game surface 20 is a target box 16, which can double-function as the game's target and as the commercial packaging and storage container for the whole game set.

To play the game, players 10 take turns throwing or sailing tiles at the target box 16; the objective is to have the tiles 12 land in or on the box 16, in which case that letter tile 12 is declared “good”. When all the tiles 12 have been thrown, each player 10 gathers his “good” tiles 12, and proceeds to the word-building phase of the game, which consists of building words in a horizontal-vertical matrix, exactly as is done in “Scrabble” and crossword puzzles. Points can be awarded for: (i) the number of “good” letters, and/or (ii) the number of letters used to build proper words (i.e. those recognized in the rules of “Scrabble”), and/or (iii) the “total word score” (again, as that is defined by the rules of “Scrabble”). Players 10 and/or commercial manufacturers of this game system can decide for themselves game details such as: scoring systems, specific rules, handicapping systems, and the number of these tile-throwing and word-building rounds that define a complete game. There is an enormous number of combinations of these details from which to chose, especially when considering that persons of a wide range of ages and physically abilities can play games within the realm of the present invention. Likewise, the number of verbal and mathematical games that can be created and played within the system of the present invention is large.

Tiles as Targets:

FIG. 2 shows a preferred embodiment of the case in which the tiles 12 are used as targets. A complete set of tiles 12 is arrayed at some distance in front of the player 10. The tiles 12 can be propped up in various ways, including leaning them against other tiles 2, using a wire attachment 40, described below, or by simply pressing them into the substrate if the substrate is soft enough (as would be the case on grass lawns and on sand at the beach). Toothpicks work well to prop-up coaster-like tiles 12. Various aspects of the way that tiles 12 are stood up can be adjusted so as to adjust the amount of force needed to knock them over; for example, a tile 12 will be relatively easy to knock over if it is stood straight up or if it sits lightly on the substrate. In this embodiment players 10 use a golf club 22 to hit balls at the tiles 12, the object being to knock the tiles 12 over. Tiles 2 that are hit and knocked over are “good”. Each player 10 immediately collects the tiles 12 that he knocks over. When all the tiles 12 are gone, players 10 go into the word-building phase of the game, precisely as it is described above.

Tiles Affixed with Accessories:

FIGS. 3 a-d show several preferred ways that a tile 12 can be easily and reversibly combined with an accessory 30 so as to expand the use of the tile 12 as a target or missile, and to expand its potential for other uses. In this preferred embodiment, the size of each tile 12 is within a size range from that of a standard “Scrabble” tile (¾″×¾″×⅛″) to that of a standard drink coaster (3½″×3½″× 1/16″), and is composed of plastic, rubber, rubbery foam, or cardboard; it is imprinted with at least one alphanumeric symbol 24; 26 is an additional indicia (in this case that additional symbol is the point value of that letter, as used in the game of “Scrabble”). In FIGS. 3 a and 3 b the means of attaching tile 12 to accessory 30 consists of two small holes 28 in the tile 12 and two small pegs 32 in the accessory 30 that push into the holes 28 of the tile 12, thereby joining the accessory 30 to the tile 12. The work of the accessory 30 is done by a functional portion 34, which is represented in FIG. 3 b generically/abstractly as a triangle. Various objects can carry out the function of an accessory. For example, that functional portion could be means to grip other objects, and be selected from the group consisting of hooks, clamps, harnesses, collars, strings, straps, and tethers. The affixing of these and of various other objects to the body of the accessory as depicted in FIG. 3 b requires only standard and well-known technology and materials. FIG. 3 b also shows two other means of attaching accessory 30 to tile 12: (1) The accessory 30 is also endowed with a patch 35 that can be velcro or ferromagnetic material, thereby allowing the accessory 30 to stick to anything endowed with the same material. (2) The accessory 30 is also provided with a plug-like, insertable portion 36 that allows the accessory 30 to be pushed into a tile 12 that is endowed with a slot 38 that is depicted in FIG. 3 c.

Posable Wire as an Accessory:

FIG. 3 d shows a length of posable wire 40 that also attaches to the tile 12 and is used to hang the tile (via hook section 42) or facilitate the tile standing on its end (via the flat section 44). The wire 40 attaches to the tile 12 by fitting through one of the holes 28, or by being sandwiched between the tile 12 and an attached accessory 30. At least one more use of wire 40 occurs in the situation where the tile 12 is a target that is held to a magnetic game board or other ferromagnetic surface, and wire 40 is held between the magnetic game board and tile 12, such that one edge of tile 12 is raised and not in contact with the magnetic surface; a hit by a missile on the raised portion of the tile 12 will cause the tile 12 to pop off the surface. This is a fun effect, and one that provides dramatic proof that the target has been properly hit.

Tiles Held in/onto Missiles:

FIG. 4 a shows a front view of a generic game missile 46 that is endowed with a cavity 48, into which alphanumeric tiles 12 can be pushed and held therein by friction. The tile 12 in this embodiment is identical to the standard “Scrabble” tile (described above). FIG. 4 b is a side view of the same missile 46, showing the cavity 48 from the narrow side. Although depicted as a ball, the missile 46 in FIGS. 4 a and 4 b is intended to represent any missile with size, capacity, and design commensurate with holding a game tile 12 therein. The ball, however, is something of an unusual case because: (i) it is so popular and part of so many different games, and (ii) it is commonly both missile and target. In operation, a game ball laden with an alphanumeric tile 12 can be projected at a target, and if the target is properly hit, the player removes the tile from the ball 10, and sets it aside for the world-building phase of the game. In baseball-like games, balls with tiles 12 can be pitched at batsmen; if the pitch is more successful than the swing, the pitcher takes the tile and reloads another tile in the ball; if the batter is more successful, he takes the tile. Alternatively, the tile-laden ball 10 could be used as a target in billiards-like games and games with rules like that in marbles, among other games.

Another Means of Attaching Things to Tiles:

FIG. 5 shows another fixture that allows alphanumeric tiles 12 to be attached to missiles and/or targets and/or other objects. This simple fixture consists of a rubber or plastic block 50 that has a slot 52 cut into it; a tile 12 is pushed up into this slot 52, and held therein by friction. The slot 52 curves inwards slightly so as to pinch the tile, thereby holding it more securely. The block 50 is affixed with a functional portion of an accessory 34, described above.

Container as an Accessory:

FIG. 6 shows a generic accessory 30 with a generic container means 54 for holding liquids and other loose objects; the precise container can be selected from the group that includes pouches, bags, envelopes, netting, cages, and sacks.

Accessories Assist Tile to Stand on End:

FIG. 7 shows means to facilitate and control the standing of a game tile 12 (seen from its non-imprinted side) on its end. A brace 56 is connected simply to a hinge 58 that is secured simply to a cap 60; the tile 12 is pushed up into a slot in the cap 60 and is held therein in the same fashion that a tile is held to the block 50 of FIG. 5. The angling of the brace 56 controls the force needed to knock the tile 12 over. This cap 60, flipped over and devoid of brace 56 and hinge 58, could function as a base or pedestal that facilitates the free-standing of tile 12. The width and weight of this base control the stability of a standing tile 12. The base could further incorporate simple weighting means to create a self-righting target.

Alternative Embodiments and Operations

Various Targets and Game Environments:

The simplicity of the flat tile, in combination with the simple devices in the present invention described above, allows the tiles to be used in a wide range of target-and-missile games and to have various non-game uses. As missiles, the tiles in FIGS. 1 and 2 could be tossed, flicked or sailed at many objects that could be considered as targets, both indoors and outdoors. In addition to whatever targets might be provided with commercial productions of the present invention (in FIG. 1 a target box is shown that is designed to double-function as both target and as the packaging/storage unit for the game), various other common objects could function as fun and easy targets, such as: wastepaper baskets, books, toys, computer screens, other persons, the baskets of office basketball sets, drawers, bowls and bottles, and various pieces of furniture. Plastic or rubber treatments of the tile would allow play in wet areas, such as pools, beaches, and bathtubs.

Ways/Means to Propel Tiles:

Tiles need not just be sent through the air; they could be finger-flicked or shot across desks or other game surfaces, again at a wide range of targets. Tiles combined with, or embedded in, balls and other missiles greatly expands the ways tiles can be projected at targets. Furthermore, tiles used as missiles need not be propelled by hands alone. They can be kicked, struck with manipulanda (such as clubs, bats and racquets), and they can be shot or launched by various mechanical devices (such as catapults, bows, slingshots, and guns), among other methods. Another form of educational activity could extend from such weaponry: holding science/engineering competitions to create the most accurate and/or the strongest devices to fling the tiles.

Tiles as Other Shapes, Other Objects:

Tiles could be adapted to, or formed into, versions of various shapes and objects (that may or may not be game-related), such as tiddlywinks, checkers, dominoes, poker chips, team and corporate logos, humanoid faces, and miniature depictions of game apparatus (such as footballs). Such objects that have rounded sides could have these sides squared off or somewhat straightened, so as to facilitate word-building/expression-building. In cases where the alphanumeric tiles are fashioned as versions of pieces from other games (such as dominoes, checkers, and tiddlywinks), the alphanumeric tiles could perform double duty as the actual pieces in those games (and in so doing, could be subtly providing education and experience with numbers and letters).

Indicia on Tiles:

Alphanumeric symbols include letters, numbers, punctuation marks, mathematical process signs, and other indicia that one might find in any alphanumeric text book. A tile could be imprinted with any of such symbols on one of its large faces and various things on the other face, including corporate/organizational advertisement, indicia for other games, photographs, and educational material (such as letters on one face, numbers on another, or words and pictures relating to the letter of the alphabet on the other face). The tiles could be endowed with a transparent plastic sleeve on the side without alphanumeric indicia, and this sleeve could have various things slid into it.

Tiles as Targets:

As targets, the tiles could be arrayed and held in various ways, including being laid on the ground, stood up on end, and stuck to/tethered to/hung from various objects. These targets could then be shot at by a wide and fun assortment of missiles, including golf balls, croquet balls, marbles, hockey pucks, frisbees, baseballs, darts, water from squirt guns . . . the list extends indefinitely. Again, the simplicity of the tile allows it to be rendered simply in a wide range of materials, and such materials (as well as the dimensions of the tiles) should match the intended missiles and other aspects of the tiles' intended uses.

Tiles Attached to Both Targets and Missiles of Various Games:

In various cases of traditional games, alphanumeric tiles could be attached to both the missile and the target objects in adaptations of the game. For example, in archery tiles could be affixed to the target and/or to the arrows; in bowling, tiles could be affixed to the pins and/or held within the balls; in croquet, tiles could be affixed to the wickets and/or within the balls.

Coupled Games:

Because the present invention allows alphanumeric tiles to be held in/on missiles and targets of conventional games, it allows two types of games to be played simultaneously. Using horseshoes with letter tiles removably affixed to them, for example, players can carry on a traditionally-scored game of horseshoes, but also simultaneously be carrying on a word-building game, whereby players collect letters from horseshoes that were thrown with sufficient accuracy. For example, a throw within a certain radius from the stake allows the thrower to collect the letter that was in that horseshoe; throws where the horseshoe hits the stake multiplies the letter value by some factor, and ringers multiply the letter value by a greater factor.

Other Forms of Expression-Building:

Beyond word-building, completing alphabetic runs and creating sentences can be incorporated into verbal games. Mathematical activities can include creating equations, filling-in blanks to create true statements, practicing times tables, and completing sudoku-like matrices. Other types of game-adjustable expressions undoubtedly exist or can be created, and can be tailored to the specific ages and abilities of the players.

Commercial Opportunities:

Among the financial/commercial exploitations of the present inventions are its potential to be used as a pastime that involves gambling, a pastime that could be tailored for fun and competition in bars, and a pastime that could be conducted at fairs and carnivals.

Special Treatments of Tiles:

Many materials and design treatments of the tiles are possible, including making them out of floppy clothe, making them oversized, and making them with simple jigsaw puzzle-like edges that allow tiles to attach easily to each other and thereby to form three-dimensional creations and other objects, such as mats. Each of such alternatives offer new possibilities for the design of the alphanumeric symbols and design of the games to be played therewith. Tiles can also be as thin and of the same design as playing cards and flash cards. Such a treatment would allow two full alphabets (52 tiles) to be packaged in a pocket-sized box that normally holds one deck of playing cards.

Non-Game/Novelty Uses of Tiles and Accessories:

The alphanumeric tiles, alone or in combination with the accessories described above, can have various other uses beyond the target-and-missile games. These additional uses include: using the tiles in non-game alphanumeric instruction (e.g. arithmetic and spelling lessons); using the tiles as decoration, such as on walls and on Christmas trees; using the letter tiles in “Hangman” or other spelling games; wearing the tiles as jewelry or clothing accessories; and using the tiles as drink coasters. Furthermore, the generic/abstract accessory shown in FIG. 3 could be many things, including: a pad of Velcro, a computer, a second face of indicia, a device with an explosive nature or other special effects (such as talking, singing or making other sounds when struck), a scorekeeper, a container for potables, a means of advertising, a surface that takes writing or other means of personalization by a child, or a device usable in training/testing the senses of dogs/pets and their ability to discriminate letters and numbers.

Advantages The Present Invention as a Superior Teaching Tool

When compared with the prior art, the present invention presents a teaching tool with various advantages (Although this section is written specifically about letter tiles, it can be expected that the same advantages would equally apply to arithmetic tiles and learning.): (1)

The letters are ideal for word-building exercises, in that they abut smoothly and completely to each other, they can be easily slid around and rearranged, and they can form combinations along multiple axes (up/down, sideways, and diagonally). (2) The letters/tiles resemble exactly what students see in printed pages and on the walls of their classrooms, and therefore are more likely to reinforce and resonate with the lessons and teaching they receive. (3) When not being used for games, the letter tiles are made to do double duty, such as being displayed on walls and on clothes, which would further reinforce alphabet-involved lessons. (4) The tiles that are shaped like letters themselves offer tactile experience of the letters, which can only serve to enhance learning. (5) The game is just plain fun. It's simple and understood immediately and uses missile-throwing behaviors that are naturally enjoyable. As such, it is going to attract players and make their learning fun. (6) Similarly, the interjection of physical activity and regular breaks from hardcore concentration that the game provides can only help to facilitate learning. (7) The equipment is simple and cheap, and lends itself to do-it-yourself renditions.

Advantages Summary

The present invention represents the first time that three things have been combined: (i) alphanumeric indicia and activities, (ii) the target-and-missile game format, and (iii) substantially flattened game tiles. In previous systems the letters are imprinted on balls or beanbags or they are imprinted as a group on target boards (and therefore cannot be individually manipulated). The system of the present invention has certain advantages in cost, simplicity, compactness, convenience, packaging, ease of play, the strength and likelihood of verbal/mathematical learning, and in versatility.

Although the description above contains many specificities, these should not be construed as limiting the scope of the invention but as merely providing illustrations of some of the presently preferred embodiments of this invention. Thus, the scope of the invention should be determined by the appended claims and their legal equivalents, rather than by the examples given. 

I claim:
 1. A method of playing an alphanumeric game, comprising the steps of: a) providing a plurality of game tiles that incorporate alphanumeric indicia; and b) providing a game format in which players attempt to hit at least one target with at least one missile, and in which said game tiles comprise at least part of said target and/or at least part of said missile; and c) specifying that players build alphanumeric expressions with said tiles that were part of successful attempts by the players to hit said target with said missile, whereby said players perform and learn both target skills and alphanumeric skills in the same game, using substantially flattened tiles that have various functional and commercial advantages over other game missiles and targets.
 2. The method of claim 1 wherein said tiles are imprinted with said indicia and/or said tiles are shaped as alphanumeric symbols.
 3. The method of claim 1 wherein said indicia is verbal.
 4. The method of claim 1 wherein said indicia is mathematical.
 5. An appendage for an alphanumeric game tile comprising: a) an accessory for use in combination with said tile, and b) means for removably appending said accessory to said tile with at least enough adherence so that mild shaking will not break the bond between said tile and said accessory, whereby said tile is endowed with additional capacities of various natures.
 6. The appendage of claim 5 wherein said tile is used in games involving targets and missiles.
 7. The appendage of claim 5 wherein said means for removably appending said accessory to said tile wherein said tile and said accessory are both endowed with ferromagnetism, and thereby stick to each other.
 8. The appendage of claim 5 wherein said means for removably appending said accessory to said tile is selected from the group consisting of: a. said tile contains at least one hole and said accessory contains at least one peg that is pushed into said hole and held therein; b. said tile contains a slot into which at least part of said accessory can be pushed and held therein; c. said tile and said accessory are both endowed with velcro material, and thereby stick to each other; d. said accessory is endowed with a cavity into which at least part of said tile can be removably inserted and held; e. said accessory is affixed with a block, and said block contains a slot that allows said tile to be removably pushed into said slot and held therein; and f. said accessory is endowed with a clamp, or a loose clamp is provided, and said accessory is thereby clamped to said tile.
 9. The appendage of claim 5 wherein said accessory comprises means for removably affixing said tile to other objects, whereby said tile can be attached to various game missiles, and can be displayed as a game target, and can be used in various functions beyond the playing of games.
 10. The appendage of claim 9 wherein said accessory is selected from the group consisting of hooks, clamps, magnets, velcro material, harnesses, collars, strings, straps, and tethers.
 11. The appendage of claim 9 wherein said other objects are game missiles.
 12. The appendage of claim 11 wherein said game missiles are selected from the group consisting of darts, arrows, frisbees, flying disks, horseshoes, shuttlecocks, knives and other hand weapons, bean bags, curling stones and other sliding objects, and balls.
 13. The appendage of claim 5 wherein said accessory comprises means for containing things.
 14. The appendage of claim 13 wherein said accessory is selected from the group consisting of pouches, bags, envelopes, nettings, cages, and sacks.
 15. The appendage of claim 5 wherein said accessory comprises means for facilitating the standing of said tile on at least one its narrow sides.
 16. The appendage of claim 15 wherein said accessory is selected from the group consisting of wires, bases, legs, caps, and braces.
 17. A method for removably appending an alphanumeric game tile to an accessory that is used in combination with said tile, with at least enough adherence so that mild shaking will not break the bond between said tile and said accessory, comprising the steps of: a) providing said tile and said accessory, and b) providing a means of appending said tile to said accessory.
 18. The method of claim 17 wherein said tile and said accessory are both endowed with ferromagnetism, and thereby stick to each other.
 19. The method of claim 17 wherein the means of appending said tile to said accessory is selected from the group consisting of: a. said tile contains at least one hole and said accessory contains at least one peg that is pushed into said hole and held therein; b. said tile contains a slot into which at least part of said accessory can be pushed and held therein; c. said tile and said accessory are both endowed with velcro material, and thereby stick to each other; d. said accessory is endowed with a cavity into which at least part of said tile can be removably inserted and held; e. said accessory is affixed with a block, and said block contains a slot that allows said tile to be removably pushed into said slot and held therein; and f. said accessory is endowed with a clamp, or a loose clamp is provided, and said accessory is thereby clamped to said tile.
 20. The method of claim 17 wherein said tile is used in games that involve at least one target and one missile. 